Tip #988: What Real Learning Requires- Part Three
In Part One, we considered the first two essential requirements for real learning to occur, according to David Rock: Attention and Generation. In Part Two,
August 8, 2023
In Part One, we considered the first two essential requirements for real learning to occur, according to David Rock: Attention and Generation. In Part Two,
This Tip is about the three training decisions a trainer makes to increase the probability that learning will occur. Good Training is a Stream of
This Tip describes the power of six in training decisions, learning levels, learning styles, and motivational tools. “If I had eight hours to chop down
This Tip explains why more practice doesn’t make perfect because it is the quality, not the quantity of practice that makes a difference. More Practice
I was very busy when I returned to Osijek in July of 2000 working on the Masters Degree program in Entrepreneurship: My Schedule of Activities
The use of relevant examples can ensure that learning occurs more quickly and is retained longer. This is because they already have meaning to the
This Tip identifies training example characteristics that increase the probability of positive transfer and accelerated learning. Trainer behavior is concerned with what the trainer will
This Tip discusses the third decision that a trainer will make to increase the probability of learning, trainer behavior decisions. Trainer Behavior Decisions Trainer behavior
This Tip discusses the second decisions that trainers make to increase the probability of learning, learner behavior decisions. Learner Behavior Decisions How do we decide
This Tip discusses the first decisions that trainers should make, which are the content decisions and the degree of content complexity. Content Decisions How to
This Tip introduces three factors that Dr. Madeline Hunter suggests that trainers consider when making decisions about methods and approach. Teaching is an Action-Performance Profession
According to the Mastery Teaching Model, There are eight elements of instructional design that should be considered in the design of an effective lesson. These